Pedagogical approaches to developing emotional resilience in medical university students

Abstract

Abstract: Purpose. The purpose of the study is to identify pedagogical approaches to developing emotional stability in medical university students as an important factor in the professional training of future doctors. The article discusses the psychological and pedagogical mechanisms of developing emotional stability, which ensures the ability of medical workers to act effectively in high-stress situations, make informed decisions, and maintain their mental and emotional health in the course of their professional activities. Methods. The study uses a comprehensive approach that combines theoretical analysis of scientific sources, generalisation of pedagogical experience, and comparative analysis of modern educational practices in medical education. An analysis of foreign and domestic scientific works devoted to the problem of emotional burnout, stress management and the development of emotional intelligence among medical students was carried out. Particular attention was paid to identifying effective teaching methods that contribute to the formation of emotional self-regulation skills, stress resistance, and psychological adaptation to professional requirements. Results. The study found that high levels of emotional stress and the intensity of the learning process at medical universities are key risk factors for the development of stress and emotional burnout among students. It has been confirmed that the effective formation of emotional stability requires a systematic combination of theoretical knowledge and practical methods, such as psychological training, elements of cognitive-behavioural therapy, role-playing, stress situation modelling, self-awareness and reflection methods. These approaches contribute to the development of emotional intelligence and increase students' ability to adapt, self-control and communicate effectively. As a result of their application, future medical professionals are prepared to work in conditions of high emotional stress, which has a positive effect on the quality of their professional activity and psycho-emotional well-being. Conclusions. It has been established that the development of emotional stability in medical university students should be an integral part of professional training. The implementation of pedagogical strategies focused on the formation of emotional self-regulation, reflection and stress management reduces the risk of emotional burnout and contributes to the preservation of students' mental health. A promising direction for further research is the development of specialised educational programmes and psychological and pedagogical interventions aimed at strengthening the emotional resilience of future doctors in the process of professional development. Keywords: emotional resilience, medical education, psychological training, pedagogical approaches, stress management, emotional intelligence, cognitive-behavioural therapy, self-regulation, professional adaptation.